About the course
Providing services and supports that facilitate positive self-identity, functional skills, and full participation in the community is the goal of contemporary service. Evidence-Based Practices analyzes the scientific evidence of intervention practices in relation to the tenets of best practices. The course describes the purpose and scope of assistive technology for young children with disabilities and their use to facilitate development and independence by increasing the level of participation in everyday routines and activities.
By the end of the course, successful students will be able to:
- Describe evidence-based practice (EBP), including its importance and practice implications
- Apply a variety of contemporary evidence based service delivery models
- Use databases to gather evidence in support of early intervention practices
- Identify and evaluate contemporary strategies used to analyze available evidence
- Recognize the advantages and limitations of current evidence and sources of information
Toby Long is a Professor, the Director of Training at Georgetown's Center for Child and Human Development, and Faculty Director for the Certificate in Early Intervention. Toby Long, PhD, PT, FAPTA is Professor, Department of Pediatrics, Georgetown University, Director of Professional Development ...
Rachel Brady is a Research Associate in the Department of Pediatrics, and the Director of Information Dissemination for the University Center for Excellence in Developmental Disabilities, Center for Child and Human Development at Georgetown University Dr. Brady is also the Project Coordinator for...
Because of COVID-19, many providers are cancelling or postponing in-person programs or providing online participation options.
We are happy to help you find a suitable online alternative.